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Professional Development Activities

NQTSpace Professional Development Activities are all linked to the Teachers’ Standards and aspects of the NQT Induction Process.

An Introduction to Effective Marking and Feedback

In this training, we will consider how important marking and feedback is in ensuring pupils make good progress in their learning.  We will also consider and evaluate what makes effective feedback and share some approaches that you might like to try back in the classroom. 

 

Websites that you may find useful:

Other documents and publications that you may find useful:

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Assessment for Learning

This training is a guide to the key processes involved in identifying where the learners are in their learning, where they need to go and how best to get there. You will be given practical strategies for using different types of assessment within the classroom to facilitate successful learning. This training incorporates Aspects of Teachers’ Standard 2 to Promote Good Progress and Outcomes by Pupils. 

 

References:

  • Embedded Formative Assessment - Dylan William (ISBN, 193400930X Jan 2011)
  • Why Don’t Students Like School? Daniel Willingham (ISBN: 978-0-470-59196-3 April 2010)
  • Assessment for Learning- Putting it into Practice.  Black, Harrison, Lee and Marshall (ISBN‎: ‎0-335-21297-2, 978-0-335-21297-2 2003)

Websites that you may find useful:

Other documents and publications that you may find useful:

 

 

 

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Behaviour Management

All behaviour is a form of communication. This training considers the reasons behind behaviours and explores a variety of strategies that can be implemented to support the pupil and the class teacher. It supports The Teacher Standards; standard 7 and offers methods of responding to unwanted behaviours that contribute to a good and safe learning environment. 

 

References:

  • Good, T. & Brophy, J. (2000)
  • Evertson, C. M., Emmer, E. T. & Worsham, M. E. (2003)
  • Bohn, C. M., Roehrig, A.D., Pressley, M. (2004)
  • Marzano, R. (2003)
  • The Elton Report (1989)
  • Rudolf Dreikurs
  • Andy Vass
  • Ofsted New Draft Guidance on Behaviour

Websites that you may find useful:

Other documents and publications that you may find useful:

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Democracy and British Values

This training explores the concept of democracy and offers guidance. It covers spiritual, moral, social and cultural development - what these aspects include and the benefits of introducing them to the classroom. It will provide helpful strategies for introducing these key concepts to your pupils. 

 

Websites that you may find useful:

Other documents and publications that you may find useful:

 

 

 

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Developing a Climate for Learning

This training will guide you to develop a classroom climate that will be supportive of good learning. The training explores ways in which a positive classroom climate can be developed, providing concrete examples together with common sense guidance and support.  The information provided suits the teaching of all age groups. There are tips and hints to help you as an NQT develop that all important positive classroom climate conducive to good learning.  

 

References:

Websites that you may find useful:

Teacher assessment exemplification: end of key stage various publications for KS1 and KS2:

Other documents and publications that you may find useful:

  • Beadle, P (2010) How to Teach, Carmarthen, Crown House Publishing.
  • Black, P (2003) Assessment for learning: Putting it into Practice, Oxford: OUP
  • Branden, N. (2007) The six Pillars of Self-Esteem, London: Random House
  • Brighouse, T and Woods D (2013) The A-Z of school Improvement. Principles and Practice. London: Bloomsbury
  • Brighouse, T and Woods D (2008) What Makes a Good School Now? London: Continuum
  • Fried, RL (1995) The Passionate Teacher, Boston: Beacon Press.
  • Sennett, F. (2004) 400 Quotable Quotes from the World’s Leading Educators, California: Corwin Press.
  • Smith, Alistair (1998) Accelerated Learning in Practice. Brian-based methods for accelerating motivation and achievement. Stafford: Network Educational Press Ltd

 

 

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Differentiation and Meeting the Needs of SEN Pupils

This training will provide you with strategies for using reasonable adjustments to ensure your lessons are inclusive of all learners. It will explore different teaching styles and and ways you can differentiate your lessons to support pupil development.  You will learn some practical strategies for differentiation to use in your classroom as well as methods of assessing your own progress to ensure you are getting the results you want. 

References:

Other documents and publications that you may find useful:

 

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Early Reading - Understanding Systematic Synthetic Phonics

Effective phonics provision is an essential part of the teaching of early reading. This webinar provides an opportunity to explore the key skills and vocabulary of systematic synthetic phonics.  It will explore the importance of phonological awareness and how this enables children to confidently access the phonics programme. 

 

Websites that you may find useful:

 

Other documents and publications that you may find useful:

 

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Embedding Literacy Across the Secondary Curriculum

This training covers why literacy across the curriculum is important in the secondary curriculum. It looks at the challenges of incorporating literacy into the curriculum since 1922, explores how literacy links to the Teachers’ Standards, looks at a range of whole-school literacy strategies and considers how to measure impact of embedding literacy in all subjects. It concludes with a task which asks you to summarise the advantages and disadvantages of one qualitative and one quantitative measurement of the effect of literacy strategies on pupil learning. 

 

References:

  • English for the English (1921) George Sampson
  • Bullock Report: A Language for Life (1975)
  • Moving English Forward: Ofsted (2013)
  • Improving literacy in secondary schools: a shared responsibility (2013)

Websites that you may find useful:

Other documents and publications that you may find useful:

  • Barton, G. & Wolley, G. (2017): Developing Literacy in the Secondary Classroom
  • Sage
  • Graham Tyrer (2018) Bloomsbury: 100 ideas for secondary teachers: literacy across the curriculum 
TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Fulfilling Wider Professional Relationships

This training will guide and support you in fulfilling your wider professional responsibilities. It explores ways in which a teacher needs to be outward thinking in their approach to teaching, recognising the benefits of working with other professionals in order to maximise their knowledge and skills and support the learning of pupils.  Tips and hints will be explored to help you as an NQT develop relationships with professionals and to look at networking in its widest sense to support effective teaching and thus improve learning outcomes for pupils. There will also be guidance on developing your skills beyond the classroom to benefit the whole school and as a result impact on a wider audience. 

 

References:

Websites that you may find useful:

Teacher assessment exemplification: end of key stage various publications for KS 1 and KS 2:

 

Other documents and publications that you may find useful:

  • Beadle, P (2010) How to Teach, Carmarthen, Crown House Publishing.
  • Black, P (2003) Assessment for learning: Putting it into Practice, Oxford: OUP
  • Branden, N. (2007) The six Pillars of Self-Esteem, London: Random House
  • Brighouse, T and Woods D (2013) The A-Z of school Improvement. Principles and Practice. London: Bloomsbury
  • Brighouse, T and Woods D (2008) What Makes a Good School Now? London: Continuum
  • Collins, J (2001) Good to Great, London: Random House
  • DCSF, (2008) ‘The impact on Parental Involvement on Children’s Education’ Nottingham: DCSF Publication.
  • Fried, RL (1995) The Passionate Teacher, Boston: Beacon Press
  • Hargreaves, DH. (2010) ‘Creating a Self-Improving School System, Nottingham: NSCL: Nottingham.
  • Sennett, F. (2004) 400 Quotable Quotes from the World’s Leading Educators, California: Corwin Press.
  • Smith, Alistair (1998) Accelerated Learning in Practice. Brian-based methods for accelerating motivation and achievement. Stafford: Network Educational Press Ltd
  • Whelan, F. (2009) Lesson Learned: How Good Policies Produce Better schools, Fenton Whelan.
TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Introduction to Primary Mathematics

This training explores strategies to develop a positive mathematics learning environment and engage learners. It will give you an insight into making maths relateable and interesting for your young mathematicians. It will explore different mathematical concepts such as 'reasoning' and 'problem solving' as well as approaches to auditing and improving subject knowledge. The aims of the National Curriculum for mathematics are also reviewed as an important part of this training. 

 

References:

  • Developing Computational Fluency with Whole Numbers in the Elementary Grades (SJ Russell, 2000)
  • Development of Maths Capabilities and Confidence in Primary School
  • (Terezinha Nunes, Peter Bryant, Kathy Sylva and Rossana Barros
  • Department of Education, University of Oxford, 2009)

Websites that you may find useful:

Other documents and publications that you may find useful:

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Introduction to SEND

This training will help you identify SEN in your clasroom and it will explore approaches which enable these pupils to be taught effectively. It will discuss your responsibilities in relation to the SEN Code of Practice 2014 statutory guidance. The approaches to teaching outlined within the training and the self evaluation techniques will help to ensure you are successfully supporting all the pupils in your classroom. 

 

References:

The SEND Code of Practice 0-25 years

Websites that you may find useful:

Entrust

NASEN

UK Government

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Make Accurate and Productive Use of Assessment and Data

This training covers information on how to make accurate and productive use of assessment and the associated data including statutory assessment requirements – Information on the EYFS profile/ KS1/ KS2 SATs is also provided. This training explores what assessment is and the differing ways that schools can assess to ensure improvements in outcomes for pupil and how to make use of formative and summative assessment to secure pupils progress.  It emphasises the effective use of assessment to identify gaps in learning and improve planning of lessons and next steps learning. including examples of how national data sets are recorded for schools. These data sets are explained in summary format. Moderation (external, internal and across schools/ departments ) is explored and the questions NQTS should ask of schools to further their understanding of this process. Information on the various methods regarding feedback to pupils is provided. In addition the NQT role in pupil progress meetings and staff meetings is further explored. 

 

References:

Websites that you may find useful:

Teacher assessment exemplification: end of key stage various publications for KS1 and KS2:

Other documents and publications that you may find useful:

  • Beadle, P (2010) How to Teach, Carmarthen, Crown House Publishing.
  • Black, P (2003) Assessment for learning: Putting it into Practice, Oxford: OUP
  • Brighouse, T and Woods D (2013) The A-Z of school Improvement. Principles and Practice. London: Bloomsbury.
  • DfES (2006) ‘Making Good Progress: How can we help every pupil to make good progress at school?’, Notingham: DfES Publication.
  • Sennett, F. (2004) 400 Quotable Quotes from the World’s Leading Educators, California: Corwin Press.
  • Smith, Alistair (1998) Accelerated Learning in Practice. Brian-based methods for accelerating motivation and achievement. Stafford: Network Educational Press Ltd

 

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Meeting the Needs of EAL Pupils

The 'Meeting the Needs of EAL Pupils' training will explore your responsibilities for pupils who have English as a second language. We will explore the experiences EAL student might have had prior to starting to at your school and adjustments that can be made to ease their transition. The training will offer strategies for working with the whole family, ensuring everybody is comfortable with the new school environment and routine. Assessment is key to ensuring reasonable adjustments and suitable chellenge can be used appropriately and therefore this is a focus of the training. Advice will be given regarding tools and teaching approaches that can be used to help EAL pupils succeed.  

References:

Websites that you may find useful:

 

 

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Meeting the Needs of More Able Pupils

It is important to be able to identify 'more able' or the 'gifted and talented' pupils and to encourage them to fulfill their potential. This training will offer strategies and advice to enable you to achieve this in your classroom.  It will define exactly what is meant by the terms 'more able' and 'gifted and talented' and it will explore ways you can adapt your teaching to help these pupils thrive.  

Websites that you may find useful:

Other documents and publications that you may find useful:

 

 

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

NQT Induction

This training outlines the NQT Induction process. It explains what is expected of you, your mentor and other school staff. The training offers suggestions for planning your timetable including ideas for filling your release time. It explores the assessment criteria and outlines all of the possible outcomes including timeframes and rules regarding supply teaching and sickness so you can undertake your NQT induction with confidence.

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Online Safety and Professional Integrity

Focusing on Teachers’ Standards Part Two: Personal and Professional Conduct we discuss online behaviours and attitudes that are a required standard for conduct throughout a teacher’s carer.  Understand the reasons for and how to protect your professional identity through managing your online reputation appropriately.  Research and case studies demonstrate potential risks that can exist for teachers online.  Links to support channels and resources are provided. 

 

References:

Websites that you may find useful:

Other documents and publications that you may find useful:

  • DfE Keeping Children Safe in Education
  • DfE The Prevent Duty
  • Ofsted Inspecting Safeguarding in Early Years, Education and
  • Skills Settings
  • DfE Statutory Framework for the Early Years Foundation Stage
  • Data Protection Act 2018 – ICO website is really helpful

 

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Quality Questioning

This training will provide you with an introduction to questioning and a deeper understanding of different approaches we can take to challenge pupils’ thinking skills. It will explore strategies to foster creative and critical thinking skills from the questions you ask of your pupils. 

References

  • Arnold, A. (2010) ‘Stimulating Creativity and Enquiry’ Featherstone
  • Bowles, M. (2008) ‘Philosophy for Children’ Featherstone
  • Buckley, J. (2012) ‘Thinkers Games’ One Slice Books Ltd.
  • Chilvers, D. (2013) ‘Creating and Thinking Critically’ Practical Pre-School Books, A Division of MA Education Ltd.
  • Clarke, J. (2009) ‘Sustained Shared Thinking’ Featherstone
  • Claxton, G. (2002) ‘Building Learning Power’ TLO Limited Bristol
  • Fisher, R. (2005) ‘Teaching Children to Think’ (2nd ed.) Nelson Thornes Ltd.
  • Gershan, M. (2015) ‘How to Use Bloom’s Taxonomy in the Classroom’
  • Gilbert, I. (2007) ‘Little Book of Thunks’ Independent Thinking Series
  • Stewart, N. (2011)’How Children Learn’ Early Education

 

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Reading and the Primary Curriculum

This training explores the teaching of reading in the primary school. It refers to the programmes of study in the National Curriculum and the two components of word reading and comprehension. It considers the different approaches to the teaching of reading and how these can benefit your young readers. The training will provide you with strategies that can be used in the classroom to successfully encourage the development of sound reading skills.

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Secondary Mathematics

This training will facilitate a greater understanding of the aims of the National Curriculum for Mathematics in England.  Mathematical examples will be used to exemplify each aim along with useful public websites. The aim of fluency will be explored in more detail and encourage you to consider what learners already have experienced when they enter key stage 3 in year 7 as well as the development of these skills throughout the secondary sector. Finally the training will provide a brief overview of GCSE including assessment objectives and how fluency is developed in this key stage. 

 

References:

Websites that you may find useful:

Other documents and publications that you may find useful:

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Statutory Assessment – End of Key Stage 1 and 2

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Structuring Learning: Effective Lesson Planning

Good lesson planning is integral to successful learning and relates to many of the Teachers' Standards. This training offers advice from the very start of planning a lesson through to the end with key considerations you should make as a teacher. This training will provide strategies for effectively planning a lesson and identifying the phases of a lesson.  

Websites that you may find useful:

Other documents and publications that you may find useful:

  • Inside the Black Box: Raising Standards Through Classroom Assessment By Paul Black and Dylan Wiliam
  • Teach Like A Champion 2.0, Doug Lemov
  • Engaging Learners by Andy Griffiths and Mark Burns
  • How to Teach by Phil Beadle.
TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Teaching Children to Write

This training outlines the teaching of writing across the primary curriculum. It looks at curriculum expectations and progression in writing across the primary phase.  Throughout the session you will be introduced to some strategies for teaching writing that you might like to explore and you will be given ideas for encouraging your children to apply their writing skills across the curriculum. 

 

Websites that you may find useful:

Other documents and publications that you may find useful:

 

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Teaching Early Maths

This training is to provide you with an introduction to the foundations of mathematical development and will support your understanding of developing children’s early number sense. The training will explore key early mathematical pedagogy and provide examples of learning activities to support these. The final section will focus on mathematical vocabulary with advice on developing this within the classroom. 

 

References:

  • Williams, P., (2008) ‘Independent Review of Mathematics Teaching in Early Years Settings and Primary Schools, Final Report-Sir Peter Williams’  DCSF.
  • Pound, L. (2006) Supporting Mathematical Development in the Early Years (Vol. 2). Maidenhead, Berkshire, England: Open University Press.
  • Donlan, C. (1998) The Development of Mathematical Skills. East Sussex, UK: Psychology Press Ltd.
  • DCSF (2009) Learning, Playing and Interacting: Good Practice in the EYFS.
  • Tucker, K (2010) Mathematics Through Play in the Early Years 2nd Edition: Sage London.
  • Gifford, S. (2005) Teaching Mathematics 3-5 Developing Learning in the Foundation Stage (2005) Open University Press, England
  • DCSF (2008) EYFS resource section.
  • DCSF: Numbers and Patterns: Laying foundations in mathematics Ref: 01011-2009FLR-EN.
  • DCSF 2008: Children Thinking Mathematically: PSRN Essential Knowledge for Early Years Practitioners  Ref: 00861-2009BKT-EN.
  • Carruthers, E. and Worthington, M. (2006) Children’s Mathematics: Making Marks, Making Meanings  2nd edition London: Sage Publications.
  • DCSF (2008) Mark Making Matters, London: DCSF Re. 00767-2008 BKT-EN.
  • Lee,M. & York,H. (2007) Maths Outdoors, Lawrence Education ISBN 978-1-903670-61-6.

 

Websites that you may find useful:

 

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two

Wellbeing Matters

Looking after yourself and ensuring you are well and energised ensures you can deliver your best in the classroom. This training encourages you to think about your own health and wellbeing and offers suggestion for dealing with the effects of work on your wellbeing. It offers advice and resources for support to help you stay feeling healthy and well. Please have an envelope a pen and note paper and an A4 piece of paper to hand for using during this session. 

References:

Websites that you may find useful:

Other documents and publications that you may find useful:

 

 

TEACHERS’ STANDARD(S)
Teachers’ Standard 1
Teachers’ Standard 2
Teachers’ Standard 3
Teachers’ Standard 4
Teachers’ Standard 5
Teachers’ Standard 6
Teachers’ Standard 7
Teachers’ Standard 8
Part Two